Inquiry information technology integrated into teaching effect on the student''s science learning performance and attitude-The case of Star.

• Main Authors: Pei-I Wang, 王珮儀
• Other Authors: 曾淑芬
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/03312677173553566237

碩士 === 元智大學 === 資訊社會學研究所 === 97 === The purpose of this research was to explore the fifth-grade students’attitudes and learning achievements on information technology integrated into teaching-the case of star.Two different instructions were designed to test the students’learning outcomes which were traditional information technology integrated into teaching and inquiry information technology integrated into teaching.An attitude questionnaire and an achievement immediate post test were administrated to measure the students’attitudes and achievements after the instruction. Findings of this research included： 1.Students in the inquiry information technology integrated into teaching group had a significantly higher score on the immediate post test . 2.There were no significant differences between the two groups on delayed post test. 3.From the aspect of attitude questionnaire：only the different teaching methods had the significant differences between traditional group and inquiry group. There were no significant differences between information attitude and learning attitude. 4.The high proficiency group of inquiry information technology integrated into teaching had the forecasting effect on the delayed post test . 5.The low proficiency group of inquiry information technology integrated into teaching had the forecasting effect on the immediate post test . Finally,based on the findings and results of this study,further discussions and suggestions were made.